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Detournement As Pedagogical Praxis Detournement As Pedagogical Praxis This e-book was made available by Sense Publishers to the authors and editors of this book, the series editor and the members of the editorial BREAKTHROUGHS IN THE SOCIOLOGY OF EDUCATION BREAKTHROUGHS IN board.THE Unauthorized SOCIOLOGY distribution will beOF prosecuted. EDUCATION Detournement as Pedagogical Praxis Detournement as Pedagogical Detournement as Pedagogical Praxis James Trier (Ed.) Detournement as University of North Carolina at Chapel Hill, USA The Situationist International (SI) was a Paris-based artistic and political avant-garde Pedagogical Praxis group that formed in 1957, went through three distinct phases during its existence, and dissolved in 1972. In 1967, SI leader Guy Debord published his book The Society of the Spectacle, which presents his theory of how “the Spectacle” (i.e., the Capitalist system in its totality) works endlessly (though not always successfully) to transform people into spectators whose sole purposes are to consume commodities and to live de-politicized, passive, isolated, and contemplative lives. To challenge and subvert “the James Trier (Ed.) Spectacle,” Debord and his SI associates theorized and practiced the anti-spectacular critical art they called “detournement,” which entails reusing existing artistic and mass-produced elements to create new combinations or ensembles. As Debord wrote in 1956, detournement has the potential to be “a powerful cultural weapon in the service of real class struggle.” In this edited book, the authors contribute chapters about how they created their own detournements and used them as central audio-visual texts in critical projects that they designed and carried out in a variety of pedagogical situations. Most of the projects involved preservice teachers in teacher education courses, and the anti-spectacular purposes include challenging Hollywood’s problematic representations of Native Americans, subverting the racist stereotypes of Latin@s in a popular children’s book, and critiquing the neoliberal agenda of the charter school movement. This book offers readers detailed accounts of pedagogical projects that can serve as examples of the critical possibilities of detournement. James Trier James ISBN 978-94-6209-798-8 (Ed.) SensePublishers BSED 3 Spine 11.684 mm This e-book was made available by Sense Publishers to the authors and editors of this book, the series editor and the members of the editorial board. Unauthorized distribution will be prosecuted. Detournement as Pedagogical Praxis Trier_New.indb i 7/30/2014 12:46:20 PM This e-book was made available by Sense Publishers to the authors and editors of this book, the series editor and the members of the editorial board. Unauthorized distribution will be prosecuted. BREAKTHROUGHS IN THE SOCIOLOGY OF EDUCATION Volume 3 Series Editor: George W. Noblit, Joseph R. Neikirk Distinguished Professor of Sociology of Education, University of North Carolina at Chapel Hill, USA In this series, we are establishing a new tradition in the sociology of education. Like many fields, the sociology of education has largely assumed that the field develops through the steady accumulation of studies. Thomas Kuhn referred to this as ‘normal science.’ Yet normal science builds on a paradigm shift, elaborating and expanding the paradigm. What has received less attention are the works that contribute to paradigm shifts themselves. To remedy this, we will focus on books that move the field in dramatic and recognizable ways—what can be called breakthroughs. Kuhn was analyzing natural science and was been less sure his ideas fit the social sciences. Yet it is likely that the social sciences are more subject to paradigm shifts than the natural sciences because the social sciences are fed back into the social world. Thus sociology and social life react to each other, and are less able separate the knower from the known. With reactivity of culture and knowledge, the social sciences follow a more complex process than that of natural science. This is clearly the case with the sociology of education. The multiplicity of theories and methods mix with issues of normativity—in terms of what constitutes good research, policy and/or practice. Moreover, the sociology of education is increasingly global in its reach—meaning that the national interests are now less defining of the field and more interrogative of what is important to know. This makes the sociology of education even more complex and multiple in its paradigm configurations. The result is both that there is less shared agreement on the social facts of education but more vibrancy as a field. What we know and understand is shifting on multiple fronts constantly. Breakthroughs is to the series for works that push the boundaries—a place where all the books do more than contribute to the field, they remake the field in fundamental ways. Books are selected precisely because they change how we understand both education and the sociology of education. Trier_New.indb ii 7/30/2014 12:46:21 PM This e-book was made available by Sense Publishers to the authors and editors of this book, the series editor and the members of the editorial board. Unauthorized distribution will be prosecuted. Detournement as Pedagogical Praxis Edited by James Trier University of North Carolina at Chapel Hill, USA Trier_New.indb iii 7/30/2014 12:46:21 PM This e-book was made available by Sense Publishers to the authors and editors of this book, the series editor and the members of the editorial board. Unauthorized distribution will be prosecuted. A C.I.P. record for this book is available from the Library of Congress. ISBN: 978-94-6209-798-8 (paperback) ISBN: 978-94-6209-799-5 (hardback) ISBN: 978-94-6209-800-8 (e-book) Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/ Printed on acid-free paper All Rights Reserved © 2014 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Trier_New.indb iv 7/30/2014 12:46:21 PM This e-book was made available by Sense Publishers to the authors and editors of this book, the series editor and the members of the editorial board. Unauthorized distribution will be prosecuted. TABLE OF CONTENTS Acknowledgements vii 1. The Introduction to Detournement as Pedagogical Praxis 1 James Trier 2. A Detournement of Joe Clark’s Problematic “Motto” of Personal Agency in Lean on Me 39 James Trier 3. Juan Skippy: A Critical Detournement of Skippyjon Jones 55 Amy Senta 4. The Hollywood Indian Goes to School: Detournement as Praxis 79 Trey Adcock 5. Detournement as Anti-Oppressive Pedagogy and Invitation to Crisis: Queering Gender in a Preservice Teacher Education Classroom 107 Ashley Boyd 6. In God’s Country: Deploying Detournement to Expose the Enmeshment of Christianity within the Spectacle of Capitalism 129 Tim Conder 7. Challenging Waiting for Superman through Detournement 155 James Trier 8. Detourning the Charterization of New Orleans Public Schools with Preservice Teachers 171 Joseph D. Hooper 9. Revisiting “Sordid Fantasies”: Using Detournement as an Approach to Qualitative Inquiry 195 Jason Mendez v Trier_New.indb v 7/30/2014 12:46:21 PM This e-book was made available by Sense Publishers to the authors and editors of this book, the series editor and the members of the editorial board. Unauthorized distribution will be prosecuted. Trier_New.indb vi 7/30/2014 12:46:21 PM This e-book was made available by Sense Publishers to the authors and editors of this book, the series editor and the members of the editorial board. Unauthorized distribution will be prosecuted. ACKNOWLEDGEMENTS First and foremost, I want to thank George Noblit for suggesting the idea of this book, for providing invaluable advice and patient encouragement along the way, and for giving me the opportunity to edit and publish the book in his Breakthroughs in the Sociology of Education series. George is a natural detournement artist, and I consider the published version of his presidential address at the 2000 American Educational Studies Association (published in Educational Studies ) to be his own account of a detournement that operated at several levels. Of course, I also want to express my great appreciation to Trey Adcock, Amy Senta, Jason Mendez, Ashley Boyd, Tim Conder. and Joseph Hooper for the carefully crafted and thoughtful chapters that they contributed to this book. Each one’s approach to detournement is unique, engaging, provocative, and pedagogically powerful, and I think their chapters and mine come together well to form a collective (provisional) reply to the question, “What is detournement?” I look forward to reading their future published work about creating detournements in their current academic contexts. I am sure each will take detournement in new directions. vii Trier_New.indb vii 7/30/2014 12:46:21 PM This e-book was made available by Sense Publishers to the authors and editors of this book, the series editor and the members of the editorial board. Unauthorized distribution will be prosecuted. Trier_New.indb viii 7/30/2014 12:46:21 PM This e-book was made available by Sense Publishers to the authors and editors of this book, the series editor and the members of the editorial board. Unauthorized distribution will be prosecuted. JAMES TRIER 1. THE INTRODUCTION TO DETOURNEMENT AS PEDAGOGICAL PRAXIS In the broadest sense, Debord’s whole conception of society is founded on detournement . — Anselm Jappe, 1999 While preparing to write this introduction to Detournement as Pedagogical Praxis , I read a great deal about the Paris-based avant-garde group called the Situationist International (SI) because the theory and critical practice of detournement is most often associated in academic writing with the SI.
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